Differences of Perceptual Importance for Graduate Outcomes among Faculties, Students and Parents in a Medical School / 계명의대학술지

To find out the different cognition of the members of medical school about the importance of graduate outcomes such as 'clinical performance, communication, supporting patients, professionalism, problem solving and research, self-development', a survey applied with self-report method was conducted with 110 faculties, 132 students (71 premedical 2nd graders and 61 medical 2nd graders), and 30 parents about graduate outcomes and sub-outcome competences. Parents usually thought highly of the importance of graduate outcomes, while medical second graders comparatively regarded them as less important. Among graduate outcomes, 'clinical performance' was definitely considered the most important and was followed by 'communication'. As for 'self-development', parents and premedical 2nd graders regarded it as important, while faculty and medical 2nd graders had lower awareness about its importance. As to the suboutcome competences, faculty generally had lower awareness about their importance compared to students and parents.

Basic research to guide alterations in an outcome-based curriculum / 한국의학교육

PURPOSE: The purpose of this study is to provide basic information that can be used to guide alterations in an outcome-based curriculum by analyzing the current curriculum. METHODS: A survey was administered to 103 juniors, 90 seniors, and 97 professors in Chonbuk National University Medical School on the importance of subgraduate and graduate outcomes, the appropriate curriculum to graduate, operational satisfaction, and self-judged achievement. RESULTS: There were significantly meaningful gaps in the importance of graduate and subgraduate outcomes. However, students considered other competencies, except for medical research, more important. The survey data on the appropriate curriculum for graduation and on the operational satisfaction with the curriculum show that overall reorganization of the curriculum is needed. Students felt that they achieved 50 to 60 of 100 with regard to graduate outcomes. Further, students recognize that there are no differences in achievement level between genders. But, they believe that seniors achieve more than juniors. CONCLUSION: A multilateral basic analysis can be useful to guide the improvement of an outcome-based curriculum to help graduates acquire the ability to provide basic medical treatment.